A Group-Administered Social Skills Training for 8- to 12-Year-Old, High-Functioning Children with Autism Spectrum Disorders: An Evaluation of Its Effectiveness in a Naturalistic Outpatient Treatment Setting

Autor/inn/en	Deckers, Anne; Muris, Peter; Roelofs, Jeffrey; Arntz, Arnoud
Titel	A Group-Administered Social Skills Training for 8- to 12-Year-Old, High-Functioning Children with Autism Spectrum Disorders: An Evaluation of Its Effectiveness in a Naturalistic Outpatient Treatment Setting
Quelle	In: Journal of Autism and Developmental Disorders, 46 (2016) 11, S.3493-3504 (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Deckers, Anne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-016-2887-1
Schlagwörter	Social Behavior; Skill Development; Autism; Pervasive Developmental Disorders; Children; Clinics; Comparative Analysis; Parent Attitudes; Teacher Attitudes; Program Effectiveness; Psychological Patterns; Anxiety; Attention Deficit Hyperactivity Disorder; Theory of Mind; Interaction; Asperger Syndrome; Hypothesis Testing; Foreign Countries; Surveys; Questionnaires; Statistical Analysis; Pretests Posttests; Regression (Statistics); Netherlands + Suchen Sie Ihr Suchwort? Social behaviour; Soziales Verhalten; Kompetenzentwicklung; Qualifikationsentwicklung; Autismus; Child; Kind; Kinder; Elternverhalten; Lehrerverhalten; Angst; Interaktion; Asperger-Syndrom; Hypothesenprüfung; Hypothesentest; Ausland; Survey; Umfrage; Befragung; Fragebogen; Statistische Analyse; Regression; Regressionsanalyse; Niederlande
Abstract	A social skills training (SST) for high-functioning children with autism spectrum disorders (ASD) was evaluated in an outpatient setting using a combined between- and within-subject design in which SST and a waiting list condition were compared. According to parents and teachers, the SST produced greater improvement of social skills than the waiting list, and these effects were maintained at 3 months follow-up. No between-group effects were found for loneliness, although in general scores on this outcome measure decreased from pre- to follow-up. The effects of SST were unaffected by social anxiety, ADHD symptoms, Theory of Mind, or desire for social interaction. Altogether, SST seems an effective intervention for high-functioning children with ASD that can be applied in daily clinical practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01